LETRS Unit 7 – Sessions 1–6 & Final
Assessment | 2026 Actual Questions &
Verified Answers
Q001
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: During a small-group lesson, a 1st-grade student reads the word “ship” as
“sheep.” The teacher notes the error and plans next steps.
Question: Which instructional move best addresses the student’s decoding error?
Options:
A. Ask the student to repeat the word slowly and add a picture cue for “ship.”
B. Model mouth-shape for /ɪ/ versus /iː/ and have the student mirror while saying
ship/sheep.
C. Tell the student to “look at the letters more carefully” and try again.
D. Provide a definition of “ship” and use it in a sentence.
,(Correct: B)
Rationale:
A
● nswer: B
● Why (LETRS 2026): Explicit phoneme–grapheme comparison with articulatory
f eedback solidifies short-vowel contrasts, aligning with Phase 3 phonics
instruction.
Errors: A relies on extraneous visual cueing; C offers no linguistic insight; D
●
addresses meaning, not phonological precision.
Q002
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: A 2nd-grade teacher is selecting consonant-le word lists for syllable-division
practice.
Question: Which list best supports advanced decoding of consonant-le syllables?
Options:
A. candle, handle, puddle
B. camel, hotel, paper
C. bubble, trouble, double
D. cable, maple, staple
,(Correct: D)
Rationale:
A
● nswer: D
● Why (LETRS 2026): All words end in predictable consonant-le pattern (VC-le)
a llowing direct application of syllable-division rule; other lists mix open/closed
syllables or schwa.
Errors: A includes closed first syllables but less regularity; B contains open
●
syllables; C adds ambiguous consonant doubling.
Q003
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: A student spells “train” as “trane.” The teacher wants to target the error pattern.
Question: What is the most effective next lesson focus?
Options:
A. Introduce vowel-consonant-e pattern.
B. Teach ai/ay spelling generalization.
C. Review r-controlled vowels.
D. Practice consonant blends.
, (Correct: B)
Rationale:
A
● nswer: B
● Why (LETRS 2026): Misspelling indicates need for long-vowel digraph
instruction; ai is used within base words.
Errors: A misdiagnoses pattern; C irrelevant; D already mastered.
●
Q004
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: While decoding multisyllabic words, a 3rd-grader consistently splits “insect” as
in-sect instead of in-sect.
Question: Which scaffold best corrects this syllable-division error?
Options:
A. Cover the second syllable and have the student read the first.
B. Ask the student to clap syllables first.
C. Provide a picture of an insect.
D. Teach the “vc-cv” double consonant rule.
Assessment | 2026 Actual Questions &
Verified Answers
Q001
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: During a small-group lesson, a 1st-grade student reads the word “ship” as
“sheep.” The teacher notes the error and plans next steps.
Question: Which instructional move best addresses the student’s decoding error?
Options:
A. Ask the student to repeat the word slowly and add a picture cue for “ship.”
B. Model mouth-shape for /ɪ/ versus /iː/ and have the student mirror while saying
ship/sheep.
C. Tell the student to “look at the letters more carefully” and try again.
D. Provide a definition of “ship” and use it in a sentence.
,(Correct: B)
Rationale:
A
● nswer: B
● Why (LETRS 2026): Explicit phoneme–grapheme comparison with articulatory
f eedback solidifies short-vowel contrasts, aligning with Phase 3 phonics
instruction.
Errors: A relies on extraneous visual cueing; C offers no linguistic insight; D
●
addresses meaning, not phonological precision.
Q002
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: A 2nd-grade teacher is selecting consonant-le word lists for syllable-division
practice.
Question: Which list best supports advanced decoding of consonant-le syllables?
Options:
A. candle, handle, puddle
B. camel, hotel, paper
C. bubble, trouble, double
D. cable, maple, staple
,(Correct: D)
Rationale:
A
● nswer: D
● Why (LETRS 2026): All words end in predictable consonant-le pattern (VC-le)
a llowing direct application of syllable-division rule; other lists mix open/closed
syllables or schwa.
Errors: A includes closed first syllables but less regularity; B contains open
●
syllables; C adds ambiguous consonant doubling.
Q003
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: A student spells “train” as “trane.” The teacher wants to target the error pattern.
Question: What is the most effective next lesson focus?
Options:
A. Introduce vowel-consonant-e pattern.
B. Teach ai/ay spelling generalization.
C. Review r-controlled vowels.
D. Practice consonant blends.
, (Correct: B)
Rationale:
A
● nswer: B
● Why (LETRS 2026): Misspelling indicates need for long-vowel digraph
instruction; ai is used within base words.
Errors: A misdiagnoses pattern; C irrelevant; D already mastered.
●
Q004
Session/Focus: Session 1: Teaching Phonics, Word Study, and Advanced Decoding
Scenario: While decoding multisyllabic words, a 3rd-grader consistently splits “insect” as
in-sect instead of in-sect.
Question: Which scaffold best corrects this syllable-division error?
Options:
A. Cover the second syllable and have the student read the first.
B. Ask the student to clap syllables first.
C. Provide a picture of an insect.
D. Teach the “vc-cv” double consonant rule.
